A recent survey of 74 building-level school administrators in Indiana challenged many of the assumptions regarding 1:1 laptop initiatives and how 1:1 access would affect teaching and learning. It also revealed disturbing realities regarding instructional practices of teachers, as well as efforts to improve school technology integration. The intent of the survey was to identify administrators' perspectives regarding technology priorities within their schools and their perceptions toward digital portfolios in the hiring process. However, embedded in the survey were questions regarding the administrators' observed instructional technology use by teachers, along with questions regarding administrators' current technology infrastructure. When factoring differences between observed instructional practices and infrastructure, results resurrect a challenge to the assumption made by 1:1 advocates: Without a well-articulated and supported vision of technology integration by teachers and administrators, adding new technologies to the school and classroom will have minimal effect on changing teachers' instructional practice and their technology use with students. In this article, the authors provide suggestions on what will make an effective 1:1 laptop initiative. (Contains 2 tables.)

plus-circle Add Review

comment

Reviews